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10.3280/ERP2018-002011

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Elenco citazioni del 10.3280/ERP2018-002011

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APA, American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders – DSM 5. Washington: APA.

https://doi.org/10.1176/appi.books.9780890425596

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Cornoldi C., Mammarella I.C., & Goldenring J. (2016). Nonverbal Learning Disa-bilities. New York, NY: Guilford Press.

Citazione non strutturata

Cottini L., Morganti A. (2015). Evidence Based Education e Pedagogia Speciale. Roma: Carocci.

Citazione non strutturata

De Boer H., Donker-Bergstra A. S., & Konstons D. D. (2013). Effective strategies for self-regulated learning: A meta-analysis. Groningen: Gronings Instituut voor Onderzoek van Onderwijs, Rijksuniversiteit.

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Dewey J. (1910). How we think. Boston: Heath (trad.it. Come pensiamo. Una riformulazione del rapporto fra il pensiero riflessivo e l’educazione. Firenze: La Nuova Italia, 1961).

https://doi.org/10.1037/10903-000

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Dewey J. (1933). How we think: a restatement of the relation of reflective thinking to the educative process. Boston: Houghton Mifflin.

Citazione non strutturata

Dignath C., & Büttner G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3: 231-264.

https://doi.org/10.1007/s11409-008-9029-x

Citazione non strutturata

Flavell J. (1979). Metacognition and cognitive monitoring: a new area of cognitive-developmental inquiry. American Psychologist, 34(10): 906-911.

https://doi.org/10.1037/0003-066X.34.10.906

Citazione non strutturata

Flavell J. (1985). Cognitive development. Englewood Cliffs: Prentice-Hall.

Citazione non strutturata

Garner R. (1987). Metacognition and reading comprehension. Norwood: Ablex.

Citazione non strutturata

Habermas J. (1981). Theorie des kommunikativen Handelns. Frankfurt a. Main. (Trad. it. Teoria dell’agire comunicativo. Bologna: il Mulino, 1986).

Citazione non strutturata

Hattie J. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London-New York, NY: Routledge.

Citazione non strutturata

Huff J.D., & Nietfeld J. L. (2009). Using strategy instruction and confidence judgments to improve metacognitive monitoring. Metacognition and Learning, 4: 161-176.

https://doi.org/10.1007/s11409-009-9042-8

Citazione non strutturata

Kelly G. (1963). A Theory of Personality. The Psychology of Personal Constructs. New York: Norton.

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Kuhn D., & Dean D. (2004). A bridge between cognitive psychology and educational practice. Theory into Practice, 43(4): 268-273.

https://doi.org/10.1207/s15430421tip4304_4

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ISS- Istituto Superiore della Sanità (2011). Sistema Nazionale Linee Guida. Consensus Conference Disturbi Specifici dell’Apprendimento.

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Miller A.C., Davis N., Gilbert J.K., Cho S.J., Toste J.R., Street J., & Cutting L.E. (2014). Novel approaches to examine passage, student, and question effects on reading comprehension. Learning Disabilities Research & Practice, 29(1): 25-35.

https://doi.org/10.1111/ldrp.12027

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Paris S.G., & Winograd P. (1990). Promoting metacognition and motivation of exceptional children. Remedial and Special Education, 11(6): 7-15.

https://doi.org/10.1177/074193259001100604

Citazione non strutturata

Schön D.A. (1983). The Reflective Practitioner: How professionals think in action. London: Smith. (Trad. it. Il professionista riflessivo. Bari: Dedalo, 1993).

Citazione non strutturata

Spencer M., Quinn J., & Wagner R.K. (2014). Specific reading comprehension disability: major problem, myth, or misnomer? Learning Disabilities Research and Practices, 29: 3-9.

https://doi.org/10.1111/ldrp.12024

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Swanson E., & Vaughn S. (2010). An observation study of reading instruction provided to elementary students with learning disabilities in the resource room. Psychology in the Schools, 47: 481-492.

https://doi.org/10.1002/pits.20484

Citazione non strutturata

Vaughn S., & Wanzek J. (2014). Intensive interventions in reading for students with reading disabilities: meaningful impacts. Learning Disabilities Research and Practices, 29: 46-53.

https://doi.org/10.1111/ldrp.12031

Citazione non strutturata

Whitebread D., Coltman P., Pasternak D.P., Sangster C., Grau V., Bingham S., Demetriou . (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning, 4(1): 63-85.

https://doi.org/10.1007/s11409-008-9033-1